Effectiveness of Mindfulness Training on Teaching Emotions and Job Stress of Teachers

This research aimed to determine the effectiveness of mindfulness training on job stress and teaching emotions to primary school teachers. The current research was quasi-experimental research and a pre-test-post-test design with a control group. The statistical population of the research included all the primary school teachers in Yazd city in the academic year 2019-2020, of which 30 were selected by random sampling. Thirty of them were selected by random sampling. The research tools were the Teaching Emotion Questionnaire, known as the Teaching Emotion Inventory (TEI) (2016), and the ten-item job stress questionnaire by Kyriako (1978). Fifteen teachers intervened based on the MBCT training package, and the control group received no intervention. SPSS26 software and the Analysis of Covariance method were used to evaluate the data. The results showed that mindfulness training has reduced teachers' job stress. Also, mindfulness has not affected the positive emotions of teaching, including love and pleasure. Still, mindfulness has affected the negative emotions of teaching, including sadness, anger, and fear, and has reduced them. When the environment has emotional support, teachers achieve higher levels of positive emotions and eliminate negative emotions. As a result, despite mindfulness, teachers can reduce their stress and control the emotions of teaching about students and their work environment. Therefore, a mindfulness therapy strategy can be used to reduce stress and regulate teachers' emotions.